SSP Special Education Teacher

The Amherst-Pelham Regional School is seeking a full-time experienced Special Education Teacher for our therapeutic program Student Support Program which provides specialized programming and services to students with social emotional and/or behavior needs in grades 7 & 8.

The Student Support Program provides trauma-informed programming and services to students with one or more of the following challenges: social emotional behavioral attention academic. Students require access to a therapeutic space and support throughout the school day and are integrated into the general education classes for portions of the school day based upon their individual needs and IEPs.

This position requires strong leadership skills organizational skills flexibility and a growth mindset.

The special education teacher will support students in: accessing the curriculum strengthening social skills developing self-regulation strategies learning executive function strategies modifying and adapting curriculum when needed in collaboration with the general education teacher and developing implementing andmonitoring positive behavioral supports.

Highly qualified candidates possess the following:

• Strong positive interpersonal skills with the ability to build relationships with students staff program coordinators administration and families
• Strong positive effective written and oral communication skills
• Ability to build effective collaborative relationships with students paraeducators teachers service providers program coordinator administration families educational team leaders outside agencies and to work as part of a professional learning community and multi-disciplinary team
• Strong case management and home-school communication skills
• Highly effective executive function skills including being well organized strong time management skills and able to work independently to meet timelines. Ability to multitask show flexibility and work within a fast paced environment
• Well developed skills in the oversight management and collaboration with paraeducator staff
• Experience with mild/moderate and neurodivergent learning profiles
• Experience with completing all aspects of the IEP process including implementation monitoring and development
• Experience with a diverse population of students within a multicultural school community
• Experience with and commitmentto inclusion that benefits students socially emotionally and academically
• Experience with effective de-escalation strategies and verbal de-escalation. While rarely needed the physical ability and willingness to use and supervise the use of DESE approved physical restraint only when absolutely necessary as a last resort.
• Experience with and commitment to inclusion that benefits students socially emotionally and academically.
• Experience working with and in therapeutic social emotional and behavioral programs.
• Experience with conducting and implementing evidence based behavioral interventions and assessments including positive behavior intervention systems individual and program wide behavior systems and plans functional behavioral assessments
• Ability to design implement and support behavioral systems and data collection including the analysis of data to assess growth and program efficacy as well as to develop programs with measurable outcomes

Responsibilities include but are not limited to:

• Providing direct skill instruction for students to learn social/emotional coping and problem solving skills
• Creating a safe classroom space that fosters learning student engagement and accountability
• Implementing and monitoring social and positive behavior supports
• Utilizing effective classroom management skills and positive behavior management techniques
• Collaborating with a team of providers program staff general education teachers families and outside providers
• Providing case management and regular communication with families
• Providing direct academic instruction to individual and small groups of students
• Modifying and adapting curriculum
• Planning and implementing curriculum/lessons
• Supervising and evaluating para-educators
• Writing and implementing IEPs and administering formal educational and progress monitoring assessments

Highly qualified candidates who are bilingual (Spanish / English) are very desirable but not required.

The physical demands described below are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job the employee is regularly required to use hands to assist students perform tasks speak to deliver instruction and behavioral directives and hear. The employee frequently is required to stand walk sit reach with hands and arms; and stoop kneel crouch or crawl. The employee is occasionally required to climb or balance and taste or smell. The employee must regularly lift and/or move up to 10 pounds and occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision distance vision color vision peripheral vision depth perception and ability to adjust focus. The employee may also be required to use physical interventions to maintain the safety of students.

Applicants must have their Massachusetts Department of Elementary and Secondary Education Special Education license for the grade level for which they are applying. The district will consider applicants who are in the process of securing a Special Education license and who are eligible for a license waiver. Inclusion is our philosophical approach to special education programs and service delivery.

Join Our Team at Amherst Regional Public Schools!

AtAmherst Regional Public Schools we are committed to building astrong dynamic and inclusiveteam. As part of this commitment we have partnered withMindWireand adoptedThe Predictive Index (PI) Behavioral & Cognitive Assessmentsto help us understand candidates natural strengths work styles and potential.

Why Work With Us

We usescience-backed insightsto support:
Better hiring decisions
Stronger team collaboration
Enhanced training and professional growth
Improved workplace communication
Leadership development based on employees strengths and motivations

What to Expect in the Hiring Process

As part of our selection process youll be asked to complete:
Predictive Index Behavioral Assessment A short (7-10 minute) survey that reveals your natural strengths and work style.
Predictive Index Cognitive Assessment(if applicable) A 12-minute timed assessment measuring your ability to learn and is not an IQ test and there are no good or bad scores.

Our Commitment to You

These assessments are just one part of our hiring and development processthey are never the sole deciding hired you will have access to your results if requested the opportunity to ask questions and support in understanding how they relate to your career growth. If you are not hired your assessment results remain confidential and are typically not shared beyond the hiring process. Employers use The Predictive Index assessments only to evaluate candidates for a specific role and do not retain or share results for future use without consent.

At Amherst Regional Public Schools we believe inhiring the best people and helping them succeed. Weve found these insights to be remarkably accurate positive and valuable in identifying natural strengths. Were excited to provide you with this unique perspective to support your success and career development. If youre passionate about education and professional growth we encourage you to apply!

Apply today and become part of a team that values you!